Case Study -- Final Presentation

Monday:

• Conclude the Adaptations Framework process by identifying an evaluation plan for our case study of Sara.
  
• Present you ideas and plans.

Case Study -- Final Criteria

For class discussions on Friday:

• Develop your Adaptations Framework chart, or create your own chart, for our case study of Sara, using the information in the adaptations framework section and the questions section of the 3-page handout for “Questions to Facilitate Use of Adaptations Framework.”

Case Study -- Additional Criteria

Let us discuss in class on Wednesday and continue the conversation on our BLOGs for Thursday:

• Identify 2 or 3 AT adaptations through the Internet, catalogues, or our local GSAT lab that might possibly be appropriate for our case study of Sara.
  
• Identify the training you think will be necessary for the AT adaptation you chose for our case study of Sara.
  
• Share your thoughts about the plans of your peers by making comments on their BLOGs.

Exceptional People with Exceptional Talent

Hi:
I share with you some video clips of people with a message to share that also exposes us to their talents.

1) DPAN - Waiting on the World to Change

• Waiting on the World to Change

2) EduTopia

• Enabling Dreams

3) AssistiveWare

• One Thumb To Rule Them All

4) AssistiveWare

• Everything I can't do in th real world, I can do with my Mac.

5) Assistive Ware

• Me and my computer

Assistive Technology Frameworks

Two different frameworks for assisting in the assessment of technology viability are discussed: SETT and AF.

| View | Upload your own

Assistive Technology Overview

The slides present an overview of the field of assistive technology from the perspective of the teacher.

| View | Upload your own

Group Case Study Discussion

Case Study: Sara
What are Sara's needs? What kinds of service providers need to be consulted for the AT disposition for Sara? What kinds of questions need to be addressed? How can assistive technology devices and services enable Sara to receive an education in the least restrictive environment? What kinds of technology should go in Sara's IEP? How would you make a case for putting assistive technology into her IEP? Is there a 'knowledge gap' between Sara's mother and Sara's teacher?
---------------------------------------------

Sara, who has Down syndrome, is eight years old. Her language and speech skills are three years delayed, but she has age appropriate social skills. Sara has spent part of her school day in a regular classroom ever since kindergarten, but this year her third grade teacher is suggesting that Sara really cannot keep up with her classmates. The teacher thinks that Sara would be better off in a self-contained class with students who work at her pace. Sara has some fine motor coordination problems, and she has had difficulty learning to write in cursive. Her oral reading is hampered by her speech difficulties. However, Sara has learned to do addition and subtraction problems well and has mastered adding with carrying and subtraction with borrowing. She reads at about a second grade level with reasonably good comprehension. Sara's parents would like to see her continue in the regular classroom for as much time as possible, but they recognize that Sara's writing and speaking problems are keeping her from doing her best work.

Presentation Guidelines

Presentations can be engaging or dull as dishwater. Use the following guidelines to manage your presentations.

| View | Upload your own

Welcome -- AAT Students

Hi:
Welcome to my BLOG for students enrolled in ED 443, Assistive and Adaptive Technology.